5th Grade Body Systems Unit Blueprint

Pacing Suggestions:
Day 1- Getting Started and Exploring and Discovering on pages 113 and 114 in Teacher's Guide
Day 2- Processing for Meaning on pages 114 and 115 in Teacher's Guide
Day 3- Session Two on pages 115 and 116 in Teacher's Guide

Teacher Resources:
Tips	Observations and Inferences Rubric (Microsoft® Word®) Observations and Inferences Rubric (Adobe® Reader® PDF)

IAF (12.7.02 ): Understand that animals have parts well suited to the places they live in and to their needs. For example, rabbits radiate heat through their ears, and those living in hotter climates have larger ears to radiate heat more efficiently. Thus, given a list of animals, one of which is clearly better adapted to a given environment, understand that that is the animal that lives in that environment.

12A(3-5)#2: Offer reasons for their findings and consider reasons suggested by others.

12C(3-5)#3: Keep a notebook that describes observations made, carefully distinguishes actual observations from ideas and speculations about what was observed , and is understandable weeks or months later.

Formal Assessment: Group Recording Sheet--Comparing Animal Skeletons sheet and group sharing/reporting out to whole class about individual skeletons (Use teacher-generated Observations and Inferences Rubric available under "Teacher Resources" on the electronic blueprint. See Processing for Meaning on page 116 and page 119 for copy of recording sheet.)

• Do students make only observations for the first question on the sheet? (The special features of this skeleton are...)
• Do students make reasonable inferences about the way an animal moves, the kind of food it eats, and how it behaves in its habitat based on prior knowledge and observations of the skeleton cards?
  • Do students use evidence to support their inferences?
  • Do students connect the structure of the animal to its needs (what it eats and how it moves)?